This article is a case study of a highly effective school leader in an urban city in Connecticut who has created a successful learning community. Through a one-year study, which involved interviews and observations on a regular basis, the author ascertained the leadership practices and patterns of this leader that have led to a successful learning community where teachers, staff, parents, and children are valued and treated with respect, and children are achieving academically. The article provides a description of the school and the school's leader. Through qualitative analysis themes emerged that served as the paradigm from which the school operates. The article gives examples of activities and programs and provides excerpts from direct quotes taken from teachers, staff, and parents that give evidence to their success as a learning community.